University of Santo Tomas College of Rehabilitation Sciences Department of Occupational Therapy 3 OTB Alzona, Bruce Consunji, Gen Esquivias,

Maria Shaula Martin, Kristine Natividad, Claire Anne DL Sanchez, Gabriel BRIGANCE Diagnostic Inventory of Early Development II(IED II) Brief Description: IED II, a component of the overall Brigance Special Education System made by Albert H. Brigance, is a diagnostic inventory from infancy to the developmental age of 7. It has a complete range of information on a students progress through distinct developmental skill sequences performed in real-life everyday conditions. This was developed to determine the present level of performance, administer targeted ongoing assessment, measure progress and plan instruction especially for those students with special needs. Assessments done in IED II are composed of a broad sampling of a students skills and behaviors. It has key skill areas that are aligned to the state and national standards and these key skill areas are the following: Physical Development Language Development Literacy Mathematical Concept Daily Living Social and Emotional Development

These skill areas are ideal in identifying the present level of performance (PLOP) or present levels of academic achievement and functional performance (PLAAFP) of the student that can help determine appropriate activities for them. Most of the assessment items found here includes developmental-age or grade-level notations to determine the level at which an assessment should begin. STEP-BY-STEP ASSESSMENT PROCEDURE STEP 1: GET READY FOR ASSESSMENT Planning Ahead - Become familiar with the assessment procedures. - Schedule assessment early in the day.

Eliminate distractions. Postpone testing. Choose the proper environment. Administer assessments in small groups when appropriate.

Selecting the most appropriate skill level within each assessments - Decide which assessment to administer - Select the most appropriate skill level within each assessment If the developmental age is approximately 6 months 9 months 12 months 18 months 2 years 2 years 3 years 4 years 5 years 6 years Begin assessing skills at the 3-month level 6-month level 9-month level 12-month level 18-month level 2-year level 2 year or 2 year level 3 year or 3 year level 4-year level or 4 year level 5-year level

Select the best assessment method Observation/ Interview/Performance Anticipating administration time

Recording student data in the record book - Before conducting the assessment, write the students personal information on the first page of the record book. - Information should be current and can clearly identify the student. Use official records to confirm information. - Allows you to focus your attention on the student and on the administration of the assessment. Adapting assessment procedures - Adhere to the directions and procedures for each assessment unless an adaptation is needed. - Be aware of any physical conditions, or cultural and language differences that may affect performance. - Change the sequence of the assessments if needed - Adapt the assessment procedures to allow individual differences Organizing Materials The essential materials needed are the following: The Inventory of Early Development II A Record Book for each student Colored pencils or pens for recording assessment data

An Accessories Kit, which includes basic materials needed for conducting most of the assessments. Items include: - 2 regular pencils - 5 pencils of different colors - 2 primary pencils - Rattle - Squeaking toy - Spoon - Tissues - Cup - 12 one-inch (2.5 cm) blocks - Nesting containers - Collection of dissimilar objects (for sorting and counting) - Child-sized scissors - 6 x 6 (15cm x 15 cm) sheets of unlined paper - Primary-sized crayons

STEP 2: CONDUCT THE ASSESSMENT In conducting the assessment, follow the directions and read the notes provided with the assessments to ensure a more positive assessment experience for the teacher, student, and parent/caregiver. If the student is not having success with an assessment, stop assessing before the student reaches a point of frustration. For discontinuing a specific assessment refer to the recommendations included in the Scoring Information section of each assessment. Be sure to have the Students Record Book to record the students responses. If performance or mastery of a skill is marginal or emerging, dont give credit. Identify the skill as an objective and note in the Record Book that the skill is emerging.

Positioning the IED II Correctly:

Table Students Page

Examiners Page

Examiner

STEP 3: RECORD RESULTS IN THE RECORD BOOK Use the Record Book to record results from the assessments in the IED II Use pens or pencils of different colors to record assessment data, a color-coded record is developed that is ongoing, graphic and easily interpreted.

Recording Assessment Data 1. Record the first evaluation by using a pencil to circle the skills the student has mastered 2. Blue pencil or pen to underline the skills you wish to set as objectives to be mastered during the next instructional period. 3. To record the second evaluation, use blue pencil or pen to circle the skills the students has mastered. 4. After the second evaluation is complete, use red pencil or pen to underline the skills you wish to set as objectives to be mastered during the next instructional period. 5. Give credit for a skill that you know the student can perform well, perhaps because you have observed the student performing the skill. 6. Record observations or other notes in the Notes section provided for each assessment.

Interpreting the Recorded Data 1. Students performance level when first evaluated (circled in pencil) 2. Which skills have been set as objectives for the student to master between the first and second evaluations(underlined in blue) 3. Which skills the student has mastered, showing progress between the first and second evaluations (circled in blue) 4. Which skills have been set as objectives for the student to master between the second and third evaluations (underlined in red) Precautions when Assessing - Be careful not to view assessment as a contest - Avoid gazing at the correct choice - Do not prompt students with the reminders - Keep the Record Book out of the students line of vision STEP 4: ANALYZE RESULTS For interpreting IED II assessment results, it is important to consider: - Health environmental, or cultural factors that can impact performance - Observations that were recorded at the time of assessment. - More in-depth assessment. Factors that may impact Performance Reluctance or Refusal to Perform Poor Assessment Conditions Physical Problems Language and Cultural Barriers Undiagnosed Disabilities

Observations Recorded It is important to analyze observations that were noted in the students Record Book at the time of assessment. Sometimes observations about how a student performs reveal much about the presence or absence of learning strengths and weaknesses.

STEP 5: IDENTIFY NEXT STEPS Identify Present Level of Performance - you can use the results of assessments in the IED II to identify the present level of PLOP and PLAAFP, to serve as an additional source of support for any referral decisions being considered and to identify students who may be developmentally delayed

Provide Additional Assessment - Comprehensive Skill Sequences - Supplemental Skill Sequences Identify Instructional Objectives and Activities Provide Ongoing Assessment and Progress Monitoring 8 KEY SKILL AREAS: A. PHYSICAL DEVELOPMENT: PRE-AMBULATORY MOTOR SKILLS B. PHYSICAL DEVELOPMENT: GROSS-MOTOR SKILLS C. PHYSICAL DEVELOPMENT: FINE-MOTOR SKILLS D. LANGUAGE DEVELOPMENT E. ACADEMIC/ COGNITIVE: LITERACY F. ACADEMIC/ COGNITIVE: MATHEMATICAL CONCEPTS G. DAILY LIVING H. SOCIAL AND EMOTIONAL DEVELOPMENT HINDI LANG YAN YUNG UNDER NUNG PER KEY SKILL AREAS, MADAMI PA. DIFFERENT AGES = DIFFERENT ACTIVITIES FOR THE DIFFERENT KEY SKILL AREAS. You could check if Advance, Age-appropriate or Delayed for the scoring nung patient esp. if HINDI siya congruent dun sa Developmental Milestones. B. PHYSICAL DEVELOPMENT: GROSS-MOTOR SKILLS B-6 Hopping Focuses on gross-motor skills by evaluating the students hopping skills Skill: Demonstrates different hopping skills Assessment Methods: Observation or Performance Materials: Flat smooth surface for hopping, a ruler, a measuring tape, or markings on the floor for ground Scoring Information: - Record results on p. 5 of the students Record Book - Give credit for all the skills that the student adequately demonstrates and does not need additional practice, encouragement, and time to develop. - See criteria given for specific skills - Discontinue when the student does not attempt the skills with the preferred foot or when the highest skill level has been determined Directions for Assessment: Observation Observe the student at play or during organized activities.

Directions for Assessment: Performance Assess the skills below by engaging the student or a group in hopping activities. 4-0 5-0 8. Hops on other foot three hops 9. Hops on other foot five hops 10. Hops a distance of 10 ft.(3m) on preferred foot 11. Hops a distance of 10 ft.(3m) on other foot

B-9 Catching - Focuses on gross-motor skills by evaluating the students catching skills . Skill: Catches a ball thrown or bounced from a distance of 6 ft (2m) using skills of different developmental levels Assessment Methods: Observation or Performance Materials: - An area appropriate for throwing and catching balls (all skills) - A 9 inch (23 cm) playground ball - A tennis ball Scoring Information: - Record results on page 9 of the students Record Book - Give credit for all the skills that the student adequately demonstrates and does not need additional practice, encouragement, and time to develop. - Discontinue after the student is unsuccessful on two consecutive skills. Directions for Assessment: Observation Give this assessment by observing the student at play or by playing catch wit the student. This assessment may be given at the same time as B-10 Rolling and Throwing. Directions For Assessment : Performance Play catch with a 9 inch (23cm) playground ball (tennis ball for skills 7,8,and 9). To play catch, stand 6 to 8 ft (approximately 2m) away and ask the student to play catch. Begin by gently bouncing the ball to him/her. Allow for a few warm-up catches. Following a warm-up, allow for at least two trials for each skill as you bounce or toss the ball appropriately. Give credit for the higher skill level the student demonstrates. If the student has difficulty catching the ball, ask him/her to try to catch the ball in a different way. For example, if the student catches the ball by trapping it with his/her chest and arms

Say: Catch it with your hands like this instead of using your arms. (Demonstrate) 4-0 5. Catches a thrown playground ball with hands and chest 6. Catches a thrown playground ball with both hands and with both arms extended 7. Catches a tennis ball with both hands

5-0

C. PHYSICAL DEVELOPMENT: FINE-MOTOR SKILLS C-3 Prehandwriting Focuses on the students fine motor skills and early writing skills when writing or drawing Skill: Demonstrates prehandwriting skills Assessment Methods: Observation or Performance Materials: - A primary (large) pencil - A red primary (large) crayon - An unlined sheet of paper - A copy of page S-96 Scoring Information: - Record results on page 9 of the students Record Book - Give credit for all the skills that the student adequately demonstrates and does not need additional practice, encouragement, and time to develop. - Discontinue after the student is unsuccessful on two consecutive skills. Directions for Assessment: Observation This assessment can be made informally by - Observing how the student uses pencils, crayons, and paper and noting how the pencil is held, kinds of markings, and attempts at drawing. - Evaluating samples of pictures for coloring within lines, details, and printing names on pictures. - Asking the student to do activities similar to the ones on the student page. Directions for Assessment: Performance Give the student an unlined sheet of paper, a primary (large) pencil, and a red primary (large) crayon. Say: Draw a picture or write.

Give encouragement and demonstrate as observations are made for the skills listed below. 4-0 7. Draws, names, and describes a recognizable picture 8. Traces easier uppercase letters such as H A T Give a pencil and a copy of page S-96 to the student, then point to the word H A T and Say: This is the word HAT. Trace or mark on these letters. (Have the student trace on the broken lines. Demonstrate if necessary) Criteria: Give credit if the student experiences no difficulty with staying on the line, starting and stopping the tracing and changing directions. 5-0 9. Copies easier uppercase letters such as H A T After the student has traced the letters H A T (skill 8), point to the line under the traced word, and Say: Now copy the word HAT 10. Copies first name Print the students first name on a piece of paper (or the lower left section of a copy of page S-96). Give the paper and a pencil to the student, and Say: Copy your name. Copy it here. (Point to the space under the printed name) Criteria: Give credit if all letters are legible, even if a letter is reversed. 11. Prints first name This skill may be assessed informally or by asking the student to print his name on page S-96. For example, if the student has drawn a picture, you can Say: I like that picture. Would you print your name on it? 12. Colors within lines Direct the students attention to the picture of the apple on a copy of page S-96, and provide a red crayon. Say: Color the apple. Do the best you can to stay inside the lines Criteria: Give credit for coloring that does not extend beyond the outer limits of the bold line more than twice . 13. Grasps pencil correctly (adult grasp between thumb and fingers)

Criteria: Give credit if the student grasps the pencil as most people do between the thumb and two adjoining fingers. If the student grasps the pencil differently, you may give credit if the grasp appears to be natural and comfortable. D. LANGUAGE DEVELOPMENT D-4 General Speech and Language Development Focuses on the students skill in speaking and communicating in phrases and sentences, as well as vocabulary usage. Skill: Uses words and combines them into phrases and sentences to communicate Assessment Methods: Observation, Performance or Interview Materials: No materials are needed as the assessment will usually be made by interview or observation. However, toys, pictures, and puzzles may be helpful in eliciting responses from the student. Scoring Information: - Record results on page 12 of the students Record Book - Give credit for each positive answer to the question given for each skill. See the criteria given for specific skills. - Discontinue after the student is unsuccessful on three consecutive skills. Directions for Assessment: Observation Observe the student in a social situation that involves the skills being assessed. Directions for Assessment: Performance Engage the student in conversation in order to elicit responses that relate to the skills. Directions for Assessment: Interview The interview method is generally the quickest and most valid method of doing the assessment. To begin the interview, Say: Tell me about _______s speech. What are some words or sentences he/she uses well? Ask questions in each assessment when conducting the interview. Rephrase the questions as needed and make the interview as informal as possible. ` 4-0 50. Asks definition of words Ask: Does_______ ask the definition of words used by others?

51. Can describe differences in objects Ask: Can _______ describe differences when asked simple questions such as How is a cat different from a dog? or How is a ball different from a block? 52. Can describe similarities in objects Ask: Can _______ describe similarities or how many things are alike when asked simple questions such as How are a cat and a dog alike or the same? or How are a tricycle and a bicycle alike or the same? Note: A common characteristic of students with learning disabilities is difficulty identifying similarities or classifying. Some students will continue to give differences even after you have requested similarities for the second time. 5-0 53. Participates in conversation without monopolizing it Ask: Does _______ participate in a conversation without monopolizing it? 54. Uses words related to sequence. Ask: Does _______ use words such as then, when, before, after, next, first or while to explain a sequence of events? Criteria: The student should use at least two words appropriately for credit. 55. Uses words tomorrow and yesterday Ask: Does _______ use the words tomorrow and yesterday accurately? Note: Young students will frequently use these words without having accurate comprehension of the concepts. Thus you may need to ask the parent, Does _______ really understand the concept of time? Criteria: The student should use both words accurately for credit. 56. Answers the telephone, takes simple message, and delivers it. Ask: Can _______ answer the telephone, take a simple message such as Mr. Smith wants Daddy to call, and deliver the message?

Note: This item is obviously discriminatory to the student from a home with no telephone. Disregard this item if there is no telephone in the home, or if the student is not allowed to answer the telephone. D-9b Body Parts (Expressive) - Focuses on the students knowledge and self-awareness of their bodies by measuring the students knowledge of body parts. Skill: 4-6 20. Heels 21. ankles 22. jaw 5-6 23. Shoulders 24. elbows 25. hips 26. wrists 27. waist 6-6

Assessment Method: Performance Scoring Information: - Record results on page 15 of the students Record Book - Give credit for each body part named. Give credit if the student self corrects - Discontinue after the student is unsuccessful on three consecutive skills. Directions for Assessment: Performance Ask the student to name each body part as you point to it. As you point to each body part, Ask: What is this? Or What do you call this? Pause for a response after each request. Give encouragement as needed and praise correct responses. Ask the student to name the body parts as you say them in the following order: 4-6 20. Heels 21. ankles 22. jaw 5-6 23. Shoulders 24. elbows 25. hips 26. wrists 27. waist 6-6

E. ACADEMIC/ COGNITIVE: LITERACY E-6 Identifies Uppercase Letters

- Focuses on students ability to identify uppercase letters of the alphabet Skill: 1. Matches upper case letters 2. Points to uppercase letters 3. Names uppercase letters

Assessment Method: Performance Materials: Pages S-206 and S-207 Sheets of blank paper

Scoring Information - Record results on page 20 of the students record book Give credit for each correct response. Discontinue after two consecutive incorrect letters for the skill level being assessed.

Directions for Assessment: Performance Begin at the skill level (matches, points to, names) that is likely to be appropriate for the child

1. Matches uppercase letters Point to the A in the Column under the first square on page-206, and

Say: LOOK AT THIS LETTER.

Next, Point to the column under the first triangle, and

Say: FIND THE LETTER IN THIS COLUMN THAT IS JUST LIKE THIS ONE.

Continue on the procedure with the other letters in these two columns. Follow this procedure with the letters in the third and fourth columns and then with all the letters on page S-207

2. Points to uppercase letters Use Blank Sheets of paper to cover the first, third and fourth columns of letters on page S-206. Point to the column under the first triangle, and

Say: SHOW ME THE A. or FIND THE A.

Name each of the other letters in Alphabetical order. When the child has pointed to each letter named, continue the procedure with the letters in the column under the second triangle and then with the letters on page S-207.

3. Names uppercase letters Point to each letter in the column under the first triangle on page S-206, beginning with the letter C Ask: WHAT LETTER IS THIS? Or WHAT IS ITS NAME? When the child has named all the letters in this column under the second triangle and then with the letters on page S-207 Another set of letters could also be used

1. Matches uppercase letters Point to the M in the Column under the first square on page-207 and

Say: LOOK AT THIS LETTER.

Next, Point to the column under the first triangle, and

Say: FIND THE LETTER IN THIS COLUMN THAT IS JUST LIKE THIS ONE.

Continue on the procedure with the other letters in these two columns. Follow this procedure with the letters in the third and fourth columns and then with all the letters on page S-207

2. Points to uppercase letters Use Blank Sheets of paper to cover the first, third and fourth columns of letters on page S-207. Point to the column under the first triangle, and

Say: SHOW ME THE M. or FIND THE M.

Name each of the other letters in Alphabetical order. When the child has pointed to each letter named, continue the procedure with the letters in the column under the second triangle.

3. Names uppercase letters

Point to each letter in the column under the first triangle on page S-207, beginning with the letter O

Ask: WHAT LETTER IS THIS? Or WHAT IS ITS NAME?

When the child has named all the letters in this column, continue the procedure with the letters in the column under the second triangle.

F. ACADEMIC/ COGNITIVE: MATHEMATICAL CONCEPTS F-2 Counting - Focuses on the students ability to count in sequence from memory. The student responds orally. Skill: Counts by rote to 5-3 3 5 10 20 6-3 40 50 60 70 80 90 100

Assessment Method: Performance Scoring Information: - Record results on page 27 of the students record book - Discontinue after determining how far the student can count by rote without error Directions for Assessment: Performance Ask the student to count to the highest number he/she can in sequence from memory

Say: I WANT YOU TO COUNT AS FAR AS YOU CAN

If the student does not understand,

Ask: CAN YOU SAY THE NUMBER FOR ME? COUNT ONE TWO Pause for the students response. G. DAILY LIVING G-3 Dressing - Focuses on self-help and independence by evaluating the student's dressing skill Skill: Can dress himself/herself with as much as independence as possible. Assessment Methods: Observation or Interview Materials: The clothing used should be the same as that typically worn by the student. Scoring Information: - Record results on page 33 of the student's Record Book - Give credit for each positive answer to the question given for each skill - See criteria given with specific skills. - Discontinue after the student is unsuccessful o two consecutive items. Directions for Assessment: Observation To begin the interview ask the ff. questions Ask: how well does ____ dress himself/herself which articles of clothing can he she put on without help other than for buttoning, sipping or tying If more information is needed, use any of the following specific questions 4-0 15. Dresses unsupervised (independently), except for help with difficult fasteners (sometimes clothes on backwards) Ask: Does ____ dress with no help or supervision aside from help with difficult zipping and buttoning? 5-0 16. Puts on shoes (on correct feet) Ask: Can____ tell which shoe goes on which foot most of the time? Note: Most means "90 percent of the time"'

17. Dresses self with clothes correctly and can work all fasteners except shoe tying Ask: Does _____dress himself/herself completely, except tying shoelaces?' G-8 Grooming - Focuses on self-help and independence by evaluating the student's fastening skills. Skill: Can fasten clothing Assessment Methods: Observation or Interview Materials: The fasteners used should be the same as those usually found on the student's clothing. Scoring Information: - Record results on page 33 of the student's Record Book - Give credit for each positive answer to the question given for each skill. - Do not give credit if there are unnecessary delays of more than five seconds because of the student's confusion due to lack of mastery. - Discontinue after the student is unsuccessful on two consecutive items. Directions for Assessment: Observation Observe the student performing the skills. Directions for Assessment: Interview To begin the interview ask the following questions Ask: Can____ fasten his/her clothes when dressing? Can he/she button, snap, zip, or tie? If more information is needed, use any of the following specific questions. 4-0 6. Buckle belt or shoes Ask: Does____ buckle his/her belt or shoes? 7. Laces shoes Ask: Does____ lace his/her shoes? 8. Attempts to tie shoes

Ask: Does____ make an attempt to tie his/her shoes? 5-0 9. Zips front separating zipper Ask: Does____ connect and zip a front separating zipper as one might find on a coat or sweater? 10. Zips back (nonseparating) zipper Ask: Does____ zip a back nonseparating zipper? 11. Ties shoes Ask: Can ____ tie his/her shoes? 12. Buttons back buttons Ask: Does____ buttons back buttons? G-8 Grooming - Focuses on personal care by evaluating the students grooming skills Skill: Cares for grooming needs with as much independence as possible Assessment Methods: Observation or Interview Materials: The facilities and materials used should be the same as those typically used by the students. The materials needed will depend on the developmental level and skill assessed: - tissue - toothbrush - toothpaste - bathroom - hairbrush - comb - fingernail file Scoring Information: - Give credit for each positive answer to the question provided with each skill. - Discontinue after the student is unsuccessful on two consecutive items. Directions for Assessment: Observation Observe the student performing the skill. Directions for Assessment: Interview

Make this assessment by interviewing the parent/caregiver. Questions for use in the interview are provided. 4-0 6. Combs hair with assistance Ask: Does _____ comb his/her hair when given some assistance, perhaps with difficult tangles? 7. Brushes hair with assistance Ask: Does _____ brush his/her hair when given some assistance, perhaps with difficult tangles? 5-0 8. Brushes teeth without assistance Ask: Does _____ do a satisfactory job of brushing his/her teeth without assistance? Criteria: Child should apply the toothpaste to the brush with enough control not to waste it or to make a mess. 9. Combs hair Ask: Does _____ do a satisfactory job of combing his/her hair without assistance? Note: The complexity of this skill will depend on hair length and style. Criteria: The hair should be combed well enough so that a touch-up by an adult is not needed. 10. Wipes nose without verbal cue Ask: Does _____ use a tissue to wipe his/her nose when necessary, without being asked to do so? 11. Brushes hair Ask: Does _____ do a satisfactory job of brushing his/her hair without assistance? Note: The complexity of this skill will depend on hair length and style. Criteria: The hair should be brushed enough so that a touch-up by an adult is not needed. 12. Covers mouth and nose when coughing and sneezing

Ask: Does _____ cover his/her mouth and nose when coughing and sneezing? H. SOCIAL AND EMOTIONAL DEVELOPMENT H-2 Play Skills and Behaviors - Focuses on the student's ability to cooperate and develop social relationships through play. Skill: Exhibits play skill and behaviors that will promote the development of metal health, social skills, physical skills, speech and language skills, and creativity. Assessment Methods: Observation or Interview Materials: No materials are needed. However, toys or pictures may be helpful in eliciting responses from the student. Scoring Information: - Give credit for each positive answer to the question given with each skill. - Discontinue after the student is unsuccessful on three consecutive items. Directions for Assessment: Observation Observe the student in social situations that encourages responses related to the skills being assessed. Directions for Assessment: Interview To begin the interview, ask following questions. Say: Tell me about _______'s play activities. Does he/she play with others? What are some of the things he/she likes to play? If more information is needed, use any of the following specific questions. 4-0` 32. Plays games with rules Ask: Does _____ play games that have rules, such as board or card games, kickball,etc.? 4-6 33. Incorporates verbal directions into play activities Ask: Does _____ give or incorporate verbal directions into play activities Note: The student with limited or inhibited speech is not likely to exhibit this skill. When assessing a student with this difficulty, note this in the Record Book.

34. Takes turns in play without adult supervision Ask: Does _____ take turns in play without adult supervision? Note: This skill is the same as skill 54 in H-1 5-0 35. Plays cooperatively with one or two students for at least fifteen minutes Ask: Does _____ usually enjoy cooperative play with one or two other students for at least fifteen minutes Note: This skill is the same as skill 56 in H-1 5-6 36. Plays pretend career/professional role in play Ask: Does _____ pretend to play the role of an adult worker in a specific career, such as a teacher, cab driver, or secretary? 37. Plays two or three table games Ask: Does _____ play at least two different games of cards or board games? 38. Plays cooperatively with two to three students for five minutes Ask: Does _____ usually play cooperatively with two or three students for five minutes? 39. Plays cooperatively with two or three students for ten minutes Ask: Does _____ usually play cooperatively with two or three students for ten minutes? 40. Plays cooperatively with two to three students for fifteen minutes Ask: Does _____ usually play cooperatively with two or three students for fifteen minutes?